Prince George’s Community College proposes offering a ... · Writers and Authors . Writers and...
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Exhibit Identification #
Date: November 8, 2018
SUBJECT
Approval of New Curriculum: Theatre Performance Certificate
REASON FOR CONSIDERATION BY THE BOARD
The Board of Trustees must approve New Curriculum prior to presentation to Maryland Higher Education Commission.
BACKGROUND INFORMATION
In accordance with the College CODE (Title 7 Academic Programs/Curricula) – (Subtitle 1 – Approval of New Curriculums) – (§7-101 Approval of New Curriculums) D, the curriculum for the Theatre Performance Certificate, formatted in Attachment # (A-) in the required template for the Maryland Higher Education Commission (MHEC), has been reviewed by the respective department faculty, chair, dean, approved by the College-wide Curriculum Committee, approved by the Executive Vice President/Provost for Teaching, Learning, and Student Success, and recommended to the President for presentation to the Board. The Board of Trustees must approve new program curriculum prior to submission to MHEC.
RECOMMENDED MOTION
That the Board of Trustees approves the Theatre Performance Certificate outlined in the Attachment # (), effective July 13, 2018, in order that the program may be forwarded to Maryland Higher Education Commission for approval.
A copy of the attachments to be included in the Board Journal.
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ACADEMIC PROGRAM PROPOSAL Lower
Division Certificate in Theatre Performance
Each proposed action requires a cover letter, separate proposal, and separate cover sheet.
A. Centrality to Institutional Mission and Planning Priorities:
Prince George’s Community College proposes offering a Lower Division Certificate in
Theatre Performance. This program of study will reside in the Humanities, English and
Social Sciences Division within the Liberal and Creative Arts Academic and Career
Pathway.
Prince George’s Community College’s mission is to provide affordable, high- quality
learning experiences that support personal, professional, and educational development for
diverse populations contributing to the economic equity and cultural vibrancy of our
community. The college’s vision is to serve as the region’s premier center for
innovations in learning, community engagement, and strategic partnerships that inspire
educational, career, and personal success.
The Lower Division Certificate in Theatre Performance directly relates to the College’s
mission by contributing to the economic equity and cultural vibrancy of our community.
The program will facilitate student learning while students pursue careers in the
Performing Arts and Entertainment field. This program is specifically designed for
students interested in obtaining stackable credentials and enhancing their performance
skills as a performer or actor. Stackable credentials offer opportunities for students who
are currently in this field to obtain additional certifications through stand- alone courses
that will ultimately help to increase professional marketability. Through a structured
curriculum, the program is comprised of classroom, workshop, and stage experiences
with authentic performance opportunities. There is particular emphasis in the program on
how the arts can further assist in developing socially progressive ideas through
performance and acting. This certificate does not include the general education courses. It
is specific to the program core requirements.
B. Critical and Compelling Regional or Statewide Need as Identified in the State Plan:
Prince George’s County is the second most populous jurisdiction in the State of
Maryland. The U.S. Census Bureau (2017) data states there are 912,756 citizens
reflecting an increase of 5.7% since 20101. Additionally, the strategic location and
proximity to the District of Columbia and the nation’s capital fosters a steady employer
base for county residents. According to the U. S. Census Bureau (2016) the population of
Prince George’s County is 65.0% African American; 17.8% Hispanic/Latino; 13.1%
Caucasian; 4.6% Asian American; 1.1% Native American or Alaskan native; 0.2%
1 https://www.census.gov/quickfacts/fact/table/princegeorgescountymaryland,US#viewtop
2
Native Hawaiian or other Pacific Islander; and 2.7% Multiracial2. This highly diverse
population translates to a highly diverse workforce. The student population at Prince
George’s Community College closely mirrors that of the County: 70.9% African
American; 11.3% Hispanic/Latino; 4.4% Caucasian; 4.2% Asian American; 0.4% Native
American or Alaskan native; 0.0% Native Hawaiian or other Pacific Islander; 3.1%
Multiracial; 2.7 % Foreign/Non Resident Alien; and 2.7% Unknown. (PGCC 2017
Accountability Report). The College expects the Theatre Performance program
demographics to mirror that of the county.
The Lower Division Certificate for Theatre Performance program outcomes promote a
sense of cultural enrichment for students by using performing arts and entertainment
technology to facilitate inspiration and application of agency. Students will be able to use
these mediums to survey, comprehend, and contribute to significant discourse in social
justice by using their knowledge, skills, and self-expression. Throughout the program,
there is a sustained emphasis on professional writing skills, verbal skills, and
communication techniques for socio-economic and ethnologically diverse populations.
The program’s conceptual structure and the combination of class and laboratory
undertakings embodies a sound pedagogical approach by developing critical-thinking and
fostering metacognition skills. As a result, the program will not only increase the number
of new students pursuing careers in Theatre Performance field in the region, but it will
also create stackable credentials and certification opportunities for those students who are
already working in this field.
C. Quantifiable and Reliable Evidence and Documentation of Market Supply and
Demand in the Region and State:
National Overview for Actors (Catalyst Career)-Industries with the highest levels of
employment in this occupation
Industry Employment
Percent of
industry
employment
Hourly mean
wage
Annual mean
wage
Motion Picture and Video Industries 17,020 3.99 ** **
Performing Arts Companies 8,560 6.76 $25.98 ***
Independent Artists, Writers, and Performers 5,000 9.72 $39.84 ***
Accounting, Tax Preparation, Bookkeeping,
and Payroll Services 3,040 0.33 $32.35 ***
Colleges, Universities, and Professional
Schools 2,130 0.07 $22.70 ***
Estimates do not include self-employed workers.
Annual wages have been calculated by multiplying the hourly mean wage by a "year-round, full-time" hours figure of
2,080 hours; for those occupations where there is not an hourly wage published, the annual wage has been directly
calculated from the reported survey data.
2 http://www.census.gov/quickfacts/table/PST045215/24033
3
Industries with the highest concentration of employment in this occupation
Industry Employment
Percent of
industry
employment
Hourly mean
wage
Annual mean
wage
Independent Artists, Writers, and Performers 5,000 9.72 $39.84 ***
Performing Arts Companies 8,560 6.76 $25.98 ***
Motion Picture and Video Industries 17,020 3.99 ** **
Promoters of Performing Arts, Sports, and
Similar Events 970 0.69 $27.69 ***
Sound Recording Industries 110 0.67 ** **
Estimates do not include self-employed workers.
Annual wages have been calculated by multiplying the hourly mean wage by a "year-round, full-time" hours figure of
2,080 hours; for those occupations where there is not an hourly wage published, the annual wage has been directly
calculated from the reported survey data.
Top paying industries for this occupation
Industry Employment
Percent of
industry
employment
Hourly mean
wage
Annual mean
wage
Advertising, Public Relations, and Related
Services ** ** $42.35 ***
Independent Artists, Writers, and Performers 5,000 9.72 $39.84 ***
Accounting, Tax Preparation, Bookkeeping,
and Payroll Services 3,040 0.33 $32.35 ***
Promoters of Performing Arts, Sports, and
Similar Events 970 0.69 $27.69 ***
Employment Services
** ** $27.19 ***
Estimates do not include self-employed workers.
Annual wages have been calculated by multiplying the hourly mean wage by a "year-round, full-time" hours figure of
2,080 hours; for those occupations where there is not an hourly wage published, the annual wage has been directly
calculated from the reported survey data.3
.
3 “25-1121 Art, Drama, and Music Teachers, Postsecondary.” U.S. Bureau of Labor Statistics, U.S. Bureau of
Labor Statistics, 30 Mar. 2018, www.bls.gov/oes/current/oes251121.htm
4
Potential Regional Career Pathways
Actors
Actors are entertainers who assume the roles of characters. Since full-time work is not always
available, actors may pursue work in other career fields in which they can take advantage of their
acting abilities. Acting as a career involves more than just performing in movies. Working actors
perform in live theater productions, at theme parks, in commercials, and on television shows. As
actors start their careers, many work multiple jobs, such as working as extras in films or TV, to
support themselves financially. There are no formal education requirements to become an actor
but a bachelor's degree in theater arts, drama, acting and performing, may be helpful in learning
technical skills. Experience is of great importance in this career, as experience leads to bigger
and higher paying roles. Skills an actor needs include creativity, speaking skills, literacy and
reading skills, memorization, physical stamina, persistence, discipline, dedication, and ability to
communicate with a wide variety of people.
Models
Models do not need formal training. They present products in a way that is intended to make
people interested in those products. Since actors have experience taking direction from camera
crews they will understand how to follow direction while posing for photographs or preparing for
other modeling tasks, such as walking on a runway. Actors also understand how to use their
facial expressions and body movements to communicate with an audience, which can make them
effective models.
Producers and Directors
Producers and directors are involved in making film or theater productions. They typically need
to have a bachelor's degree and prior experience in a related career, such as acting. Actors work
with producers and directors when they are hired for roles, and may want to explore
opportunities in this line of work to expand their filmmaking skills. While producers are
involved in the practical aspects of filmmaking, such as hiring staff, directors oversee actors and
crew members and provide direction so that the production is a success.
Postsecondary Drama Teachers
While many institutions expect postsecondary teachers to have a doctoral degree, it can be
possible to enter this profession with a master's degree and work at a community college.
Postsecondary drama teachers hold classes in which they instruct students about drama and
acting. Actors may want to pursue a career teaching drama so that they can take advantage of
their acting skills.
Writers and Authors
Writers and authors produce things such as blog posts and film scripts. Writers and authors
normally need a bachelor's degree for salaried work in this field. Since actors work from scripts
they understand how scripts should be structured and they also have insight about how characters
and stories should be developed. This can be an advantage for actors who decide to pursue a
writing career.
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Announcers
Depending on where they are employed, announcers may only need a high school diploma or a
to have a bachelor's degree in some cases. They often work in radio or television and introduce
information to their audience. They may conduct interviews or discuss topics. Actors typically
have good vocal skills and may be suited to this type of work since they understand how to
verbally present information so that their delivery is clear and compelling.4
4 https://study.com/articles/careers_for_actors.html
6
Metropolitan and Nonmetropolitan Area Occupational
Employment and Wage Estimates
Washington-Arlington-Alexandria, DC-VA-MD-WV Metropolitan Division Occupational
Code
Occupation
Title
Employment Employment
RSE
Employment
per 1,000
jobs
Location
quotient
Median
hourly
wage
Mean
hourly
wage
Annual
mean
wage
Mean
wage
RSE
27-2011
Actors
31,620 2.5% 12.552 1.44 $40.98 $45.14 $93,900 1.0%
41-9012
Models
40 11.4% 0.017 0.64 $13.73 $15.10 $31,400 10.2%
27-2012
Producers and
Directors
3,080 6.4% 1.223 1.48 $38.67 $40.62 $84,490 2.0%
27-3043
Writers and
Authors
1,890 5.4% 0.750 2.36 $41.41 $42.83 $89,080 3.2%
25-1121
Art, Drama,
and Music
Teachers,
Postsecondary
1,450 13.6% 0.575 0.86 *** *** $76,190 7.2%
27-2022
Public Address
System and
other
Announcers
** ** ** **
$16.34 $18.15 $37,760 9.5%
27-3011 Radio and
Television
Announcers
560 23.7% 0.224 1.12 $28.86 $34.60 $71,980 6.0%
27-2099
Entertainers
and
Performers,
Sports and
Related
Workers, all
Other
190 18.7% 0.075 0.93 $17.99 $22.40 *** 9.5%
* The value is less than .005 percent of industry employment.
**Estimates not released
**Wages for some occupations that do not generally work year-round, full time, are reported either as hourly wages or
annual salaries depending on how they are typically paid.5
5 https://www.bls.gov/oes/current/oes_47894.htm
7
Analysis
Theatre
Washington is second in terms of number of theater productions nationwide, after New
York.
The DC-MD-VA area has 17 Equity theaters, which represents more Equity seats per
capita than anywhere else in the nation, and more period than anywhere other than New
York.
AEA has 1,194 members in the DC/Baltimore area, which is the third most among all
regional theater cities, after Philadelphia and the San Francisco bay area.
Those members worked an average of 16.9 weeks, which is second in the nation after
Central Florida (due mostly to the presence of the Walt Disney Co.).
In total, area theaters paid $26.7 million in union wages for 20,178 work weeks – making
it the only (non-New York) region to report more than 20,000 total work weeks.6
(Actor's Equity Association)
Thanks to the Helen Hayes Awards, a cosmopolitan audience, and extensive fundraising
opportunities, DC has been a huge theatre town since at least the mid-nineties. Although Chicago
has more non-union theaters, and New York and LA are the places to go if you want to make it
big, DC is the town to come to if you want to work in the theatre as an actor and live
comfortably. This is also true of some other cities (like Milwaukee), but none of those operate on
the scale that DC theatre does. The depth of the DC non-Equity theatre scene also means that it
is also a town where young actors can get their start. The cost of living is high, and the actors
that make their living solely from theatre can probably be counted on two hands, but with a
supplemental income, it is a livable city for a theatre actor.
Film, TV & Industrials
The DC film community is small, but it does have some things going for it – namely the fact that
many films and shows are set in the Nation's Capital. Although the list of outside productions
filming in the area varies from year to year, there has been steady work to be found in the past
few years. In the past few years, House of Cards and VEEP both shot in Maryland, employing
2,329 and 1,073 local actors/extras in 2016, respectively.
(Maryland Film Production Tax Credit Annual Report (2016)
Historical dramas and documentaries have also found a home in the area in the past few years,
with TURN shooting in various locations in Virginia, and miniseries like the History Channel's
“American Genius” and “The Men Who Built America” shooting in the Shepherdstown, WV
area. Although the local Film & TV industry is relatively small, the area Film & Video
6 http://theatrewashington.org/
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Production industry is very healthy. The local On-Camera Production industry accounted for
$209 million in direct output and $98 million in direct labor income in 2013.
(“An Analysis of the Entertainment and Media Industry in Washington, D.C.”, D.C. Office of
Motion Picture and Television Development)
Local Advertising is a steady employer for DC area actors, especially in the area of political
spots. It is the seventh largest media market in the United States, and the presence of the Federal
Government creates lobbying, which creates ads, which creates acting jobs. Consequently, the
Federal Government is also a huge driver in terms of videos produced for in-house use, also
known as Industrials. Many Government agencies have their own production studios (the FBI
and the IRS, among others). Additionally, Teleprompters usually average $300-$500/day.
Exact estimations on the overall market for on-camera talent are hard to find, as the companies
involved view that information as very proprietary. However, the DC market supports at least
five local Casting Agencies – Carlyn Davis (CSA), Taylor Royall, Central Casting, Marinella
Hume, and Pat Moran (CSA). Each such agency is usually casting dozens of projects a month,
which means hundreds of jobs for actors.
Other Opportunities
Indeed.com listed 200 job opportunities in the area for Actors in the past month (excluding
workshops and the like) – 114 in DC, 42 in MD and 44 in VA. Some of these were nonunion
film and theatre opportunities, but many were for other jobs: Standardized Patient, Child's Party
Performer, Theme Park Performer, Haunted House Performer, and Living History Interpreter.
These jobs ranged from $25-$75 an hour, although most were temporary or part-time.
D. Reasonableness of Program Duplication:
According to the Maryland Higher Education Commission’s (MHEC) Academic
Program Inventory listed on the website, two community colleges in the state of
Maryland offer Fine and Performing Arts degrees. However, Chesapeake College and
Cecil College offer lower division certificates. All other 4-year colleges/universities offer
this concentration at the Bachelors and Master’s level.
Maryland Community College offerings:
College Program Name Degree/Certificate CIP Code
Cecil College Theatre Certificate 100700
Cecil College Performing Arts Associate Degree 109900
Chesapeake College Theatre & Performance Studies
Certificate 100700
Harford Community College Performing Arts Associate Degree 491006
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E. Relevance to High-demand Programs at Historically Black Institutions (HBIs)
Morgan State University in Baltimore, MD and Bowie State University in Bowie, MD
are the only two Historically Black Institutions (HBI’s) that offer a bachelor’s degree in
Theatre Arts. The A.A. degree should have no impact concerning the uniqueness and
institutional identities and missions of the HBIs listed.
F. Relevance to the identity of Historically Black Institutions (HBIs). The A.A. degree
should have no impact concerning the uniqueness and institutional identities and
missions of the HBIs listed.
While Prince George’s Community College is considered a majority-minority institution,
opportunity exists to collaborate with Bowie State University or Morgan State University on
theatre programming and joint performances. With the opening of the College’s New
Center for the Performing Arts, the college is firmly positioned to begin articulation
discussions and the proposal of 2+2 programs with these four-year partners.
G. Adequacy of Curriculum Design, Program Modality, and Related Learning Outcomes
Below, program outcomes for the Theatre Performance Certificate are listed.
Upon program completion, the graduate will:
1. Examine the potential for progressive social change through the Performing Arts and
Entertainment Technology- PRF 1501, PRF 2501,PRF 2502, PRF 2504, PRF 2505, PRF
2801,PRF 2503, PRF 2803, PRF 2805
2. Classify the roles of the personnel and their functions found in the Performing Arts and
Entertainment Technology- PRF 2502, PRF 2504, PRF 2505, PRF 2801, PRF 2503, PRF
2803,PRF 2805
3. Perform acting methods, script analysis, movement, voice, and diction techniques- PRF
1501, PRF 2501, PRF 2502, PRF 2801, PRF 2503, PRF 2805
4. Perform techniques and supplemental skills sets required of performers- PRF 1501, PRF
2501,PRF 2502, PRF 2801, PRF 2503, PRF 2805
5. Evaluate past, current, and emerging trends regarding the Performing Arts and
Entertainment Technology- PRF 1501, PRF 2501,PRF 2502, PRF 2504, PRF 2505, PRF
2801,PRF 2503, PRF 2805
6. Apply vocabulary unique to the Performing Arts and Entertainment Technology – PRF
1501, PRF 2501,PRF 2502, PRF 2504, PRF 2505, PRF 2801,PRF 2503, PRF 2803, PRF
2805
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Program Requirements for Theatre Performance
Semester
Course Title Alternate Course Credits
1
PRF 1010
Introduction to Theatre (PR)
3
1
PRF 2503
Stage Costumes and Make Up (PR)
3
1
PRF 2505
Theatre History (PR)
3
1
PRF 1501
Performance Methods (PR)
3
2 PRF 2501
Advanced Performance Methods (PR)
3
3 PRF 2803
Crew Experience (PR)
1
3 PRF 2502
Movement Methods (PR)
3
3 COM 2070
Voice and Diction (PR)
3
4 PRF 2805
Capstone (PR)
3
4 PRF 2504
Script Analysis (PR)
3
Total Credits 28
H. Adequacy of Articulation
Prince George’s Community College has an array of articulation agreements with many four-
year partners. Below is a list of the articulation agreements that cover students pursing
degrees in various fields:
Argosy University
Argosy University/Washington, DC (AU/DC) agrees to accept into its Bachelor of Arts
degree completion program students with a cumulative GPA of 2.0 or higher who have
completed the Associate of Arts (AA) or Associate of Science degree from PGCC.
Georgetown University
Students who graduate from Prince George’s Community College with at least 60 credits
and GPA of 3.0 and above, will be automatically admitted to Georgetown University’s
Bachelor of Arts in Liberal Studies program.
Howard University
This agreement facilitates admission and transferability of academic credits of qualified
students from programs at regionally accredited Prince George’s Community College
into four year bachelor’s degree programs at Howard University.
11
Strayer University
The articulation agreement is designed to coordinate transfer policies, enhance advising,
and promote the acceptance of equivalent courses/credits between Strayer University
(SU) and Prince George’s Community College (PGCC). PGCC students who graduate
with an AA/AS or AAT/AAS degree, earned at least 24 semester hours of transferable
work at PGCC, and have a PGCC curriculum GPA of at least 2.0 are guaranteed
admission to SU.
UMUC
Under the Community College Alliances agreement, UMUC will accept up to 70 credits
from PGCC students transferring to UMUC. A student who earns an Associate degree
from PGCC can transfer the degree towards a Bachelor’s degree.
Hood College
The college anticipates signing a guaranteed transfer agreement with Hood College later
this week. You may list the College’s intent to form this agreement. Under this
agreement, PGCC students who have successfully graduated with an AA/AS/AAT with a
2.5 GPA will be given guaranteed admission upon determining eligibility. The
agreement is effective March 1, 2019.
Prince George’s Community College does not currently have any articulation agreements
specific to Theater Performance. However, once the program has been approved, the
College will make efforts to secure articulation agreements in Theater Performance with
our 4-year transfer partners.
I. Adequacy of Faculty Resources
Name Terminal Degree/Field Rank/ Status Courses Taught
Robert Berry M.F.A/ Communication and Theater
Associate Professor (FT) PRF 1010(3 credits) Introduction to Theatre
PRF 1501(3 credits) Performance Methods,
PRF 2501(3 credits) Advanced Performance Methods,
PRF 2502(3 credits) Movement Methods,
PRF 2504(3 credits) Script Analysis,
PRF 2505(3 credits) Theatre History,
PRF 2803 (1 credit) Crew
12
Experience,
PRF 2805(3 credits) Capstone
Antoinette Doherty M.F.A./ Communication and Theater
Professor (FT) PRF 1010 (3 credits) Introduction to Theatre
PRF 1501 (3 credits) Performance Methods
PRF 2501(3 credits) Advanced Performance Methods,
PRF 2502 (3 credits) Movement Methods,
PRF 2504 (3 credits) Script Analysis,
PRF 2505 (3 credits) Theatre History,
PRF 2805 Capstone (3 credits)
Gary Fry M.A./ Communication and Theater Assistant Professor (FT) PRF 1010 (3 credits) Introduction to Theatre
PRF 2504 (3 credits) Script Analysis
PRF 2505 (3 credits) Theatre History
PRF 2803 (3 credits) Crew Experience
PRF 2805 (1 credit) Capstone
Peggy Yates M.F.A./ Communication and Theater
Associate Professor (FT) PRF 1010 (3 credits) Introduction to Theatre
PRF 1501 (3 credits) Performance Methods
PRF 2501(3 credits) Advanced Performance Methods
PRF 2502(3 credits) Movement Methods
PRF 2504 (3 credits) Script Analysis,
PRF 2505 (3 credits) Theatre History
13
PRF 2805 Capstone (3 credits)
Kevin Veiga M.F.A. /Dance Assistant Professor (FT) PRF 1501(3 credits) Performance Methods
PRF 2501(3 credits) Advanced Performance Methods
PRF 2502 (3 credits) Movement Methods
J. Adequacy of Library Resources
The PGCC library has been consulted regarding provisions and resources for the Lower
Division Certificate for Theatre Performance. The PGCC library is highly committed to
procuring literature and technical information specific to the learning and employment
expectations for students and graduates. The library maintains online accessible and
extensive databases, journals, and E-texts. Students may request holdings and inter-
library loans either by E-mail or in person. Additionally, the library will provide journals
and publications specifically related to the various Theatre Performance professions.
The PGCC library has extensive online resources available to students:
Humanities, Literature, Philosophy
ARTstore
Academic Video Online- Humanities
Asian American Drama
Black Drama
Blooms Literature
Digital Theater Plus
Gale Literary Sources
Latino Literature
North American Indian Drama Collection
North American Theater Collection
North American Women’s Drama Collection
Religion and Philosophy Collection
Twentieth Century North American Drama
General Databases
ProQuest
Academic OneFile
Credo Reference
General OneFile
E-books
EBook Central
14
EBSCO Host Academic E-book Collection
Gale Virtual Reference Library
Streaming Video:
Films on Demand
VAST Academic Video Collection
Moreover, the library has ready access to:
a. Interlibrary loan services compliant to and in support of the Library of Congress
and its Bibliographic Utilities.
b. The holdings of the Prince George’s County Memorial Library System.
c. The holdings of the University of Maryland System.
d. If faculty requests the librarians to review Books-In-Print for materials to enhance
students’ academic understanding of the discipline, the College library will use its
budget to acquire those books them. The librarians will provide a subject strength
analysis of the proposed titles to assure compatibility with course content.
J. Adequacy of Physical Facilities, Infrastructure and Instructional Equipment
Prince George’s Community College has sufficient classroom and office space to
accommodate the program.
The Center for Performing Arts (CPA) will provide an educational environment that will
allow the college to create a comprehensive academic performing arts and
communication curriculum.
The venue will be comprised of approximately 173, 618 GSF and will include the following:
Classroom space-13,313 NASF
Number of classrooms- 11
Average seating capacity- 25.3
Number of offices for faculty and staff-50
Study labs- 3
Theatre
759-seat theatre
304-seat Proscenium theatre
152-seat Blackbox Studio
Instructional & Theatre and Educational
Technology (TET) Labs
Flexible Performance and Instructional spaces
Screen and Costume Labs
Dance
Performance & Teaching Studio
Radio
Broadcast & Production Labs
Music
125-Seat Recital Hall
Band, Choral, Percussion rehearsal space
Television & Film
Television & Film Studio
Mass Communications Lab
Tech Center
15
Practice Rooms
Faculty Music Teaching Studios
Specialized labs (ex. Piano lab)
Live Recording Studio & Suite
Other Spaces
Art Gallery
Conference Center
Cafe
L. Adequacy of Financial Resources with Documentation
The proposed program is expected to generate revenue in excess of expenses from the
first year. The proposed program will be housed within the new Center for Performing
Arts (CPA). The proposed program will be utilizing revenue generated by the use of the
CPA by internal and external stakeholders to augment the costs concerning equipment,
facilities maintenance, and show budgets required to support the efforts of the Theatre
Performance Certificate under the General Studies A.A. degree Area of Concentration in
Theatre Performance.
Table 1
TABLE 1: PROGRAM RESOURCES for the Lower Division Certificate in Theatre
Performance under the General Studies A.A. degree Area of Concentration in Theatre
Performance
Resource Categories Year 1 Year 2 Year 3 Year 4 Year 5
1. Reallocated Funds
# $0 $0 $0 $0 $0
1. Tuition/Fee
Revenue (c +
g) $66,960.00 $75,330.00 $81,840.00 $83,700.00 $90,210.00
a. Number of F/T
Students 8 9 10 10 11
b. Annual
Tuition/Fee Rate $4,650 $4,650 $4,650 $4,650 $4,650
d. Total F/T
Revenue (a x
b) $37,200.00
$41,850.00
$46,500.00
$46,500.00
$51,150.00
d. Number of P/T
Students 16 18 19 20 21
e. Credit Hr. Rate $155 $155 $155 $155 $155
f. Annual Credit
Hours 12 12 12 12 12
g. Total P/T
Revenue (d x e x f) $29,760.00 $33,480.00 $35,340.00 $37,200.00 $39,060.00
16
3. Grants, Contracts
& Other External
Sources $0 $0 $0 $0 $0
4. Other Sources $0 $0 $0 $0 $0
TOTAL ( 1 – 4) $66,960.00 $75,330.00 $81,840.00 $83,700.00 $90,210.00
1. Reallocated Funds
Operational Staff/Management of the CPA will be primarily funded by Administrative
and Financial Services under the direction of the Director of Auxiliary Services & Event
Management to support all events within the CPA and are funded separately from TLSS
but possess job description line items which encapsulate requirements to support directly
and indirectly the academic programs housed within the CPA. Therefore, the cost of
personnel is not a direct expense associated with the educational programs, and exist for
budgetary purposes as separate, and sole the responsibility of auxiliary services.
2. Tuition and Fee Revenue
Tuition and fees are assumed constant over the next five years. The in-county tuition rate
of $107 per credit and a fee of $48 per credit for a total of $155 per credit have been used
to calculate revenue; with 30 credits per year for full-time students, and an average of 12
credits per year for part-time.
3. Grants and Contracts
Program development and implementation is not dependent on grants, contracts or
external funding.
4. Other Sources
No additional sources of funding are expected.
Total Year:
The proposed program is expected to generate revenue in excess of expenses from the
first year as indicated in Table 1.
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Table 2
TABLE 2: EXPENDITURES for the Theatre Performance Certificate under the
General Studies A.A. degree Area of Theatre Performance
Expenditure
Categories Year 1 Year 2 Year 3 Year 4 Year 5
1. Faculty
(b + c below)
$20,760.00 $20,760.00 $20,760.00 $59,952.00 $59,952.00
a. # FTE 24 ECH 24 ECH 24 ECH 30 ECH 30 ECH
b. Total Salary
c. Total Benefits
3%
$0 $0 $0 $1,798.56 $1,798.56
2. Admin. Staff
(b + c below) $0 $0 $0 $0 $0
a. # FTE $0 $0 $0 $0 $0
b. Total Salary $0 $0 $0 $0 $0
c. Total Benefits $0 $0 $0 $0 $0
3. Support Staff
(b + c below) $0 $0 $0 $0 $0
a. # FTE $0 $0 $0 $0 $0
b. Total Salary $0 $0 $0 $61,750.56 $61,750.56
c. Total Benefits $0 $0 $0 $0 $0
4. Equipment $0 $0 $0 $0 $0
5. Library $0 $0 $0 $0 $0
6. New or Renovated
Space $0 $0 $0 $0 $0
7. Other Expenses $19,299.25 $19,878.23 $20,474.57 $21,088.81 $21,721.48
8. TOTAL (Add 1 –
7)
$40,059.25 $40,638.23 $41,234.57 $82,839.37 $83,472.04
M. Adequacy of Provisions for Evaluation of Program
The College has a rigorous course and program assessment process. Course assessment
takes place by using embedded tests and assignments that address specific course
outcomes. Data from these course-embedded assessments are collected and analyzed to
improve courses and to ensure program-learning outcomes are met.
Complete program assessment takes place every five years, with progress toward
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achievement of improvement plans being evaluated every two years. Data regarding
enrollment, retention, and graduation is collected and analyzed against program
outcomes, courses offered, and other variables. Each program must have an advisory
board consisting of professionals in the field assist in the construction and analysis of
program review data.
Students and administrators evaluate non-tenured faculty members yearly. Each year,
non-tenured faculty members have their course material and student evaluations assessed
by their department chairs and deans, with final verification of the assessment conducted
by the Executive Vice President and Provost for Teaching, Learning and Student Success.
In order to receive high evaluations, faculty members must demonstrate effective
teaching above all, but professional development in the discipline and participation in
departmental, divisional, and college-wide activities is also assessed. The same criteria
for evaluation are carried out for tenured members of the faculty, once every three years.
The above assessment process also provides administrators the opportunity to establish
action plans for faculty improvement in teaching, professional development, and/or
college service in order for each or any of those facets of the faculty member’s career to
be enhanced.
Prince George’s Community College (PGCC) has developed a comprehensive system to
assess student learning that is organized, well documented, and has continued to improve
since spring 2012. The system is founded on the existence of clear statements defining
the skills, knowledge, and values that students are expected to acquire in their educational
experiences at the College. These statements or learning outcomes, which are publicized
in the College Catalog and in master course syllabi, establish well-defined, shared
expectations for faculty, students, and the community. In doing so, the learning outcomes
ensure consistency across the diversity of educational experiences offered at the College.
They also provide the basis for measuring the quality of program and course offerings, as
well as for developing targeted interventions for continuous improvement. Prince
George’s Community College has identified three sets of learning outcomes for its
students: course, program, and institutional learning outcomes. Course outcomes define
the skills, knowledge, and values that students are expected to acquire upon completion
of a course. Program outcomes specify the skills, knowledge, and values that students are
expected to acquire upon completion of a program of study. The institutional learning
outcomes encapsulate the foundational skills, knowledge, and values that every graduate
of an associate’s degree is expected to achieve. The College has identified six
institutional learning outcomes, called the Student Core Competencies:
1. Communication
2. Scientific and Quantitative Reasoning
3. Critical Reasoning
4. Information Literacy
5. Culture
6. Ethics
The Student Core Competencies are specifically addressed in the General Education
coursework and appear throughout the curriculum at PGCC.
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Evidence of student learning is collected through embedded assessments that students
have to complete as part of their regular coursework. These assessments, which are used
in the calculation of student grades, are designed to provide direct demonstrations of
students’ skills, knowledge, and values. Frequently used assessments include multiple-
choice exams, written assignments, artistic artifacts or performances, and clinical
demonstrations. With the exception of multiple-choice exams, assessments are evaluated
and scored with the aid of rubrics. All sections of the same course are required to use
either the same assessment or variations of the same assessment. Data collected in the
classroom are aggregated across sections and used to simultaneously measure student
achievement of course outcomes, program outcomes, and the Student Core
Competencies. These data are stored in an assessment management system, called Tk20,
which provides multiple data reports easily accessible to faculty and administrators.
Program Assessment
Prince George’s Community College has a five-year cycle for completing the assessment
of every program outcome and every Student Core Competency. Prior to the beginning of
each cycle, faculty design an assessment plan for every program of study offered by their
department. The assessment plan indicates which program outcome(s) will be assessed
each semester along with the list of courses where those outcomes are addressed.
Whenever a department offers General Education courses such as English 1010, a second
assessment plan is developed. This assessment plan lists one or more Student Core
Competencies and the General Education courses where those Student Core
Competencies are addressed. Thus, for example, the English Department has an
assessment plan that addresses the English program outcomes and a separate plan for
addressing foundational skills such as communication and information literacy.
Departments are expected to assess all courses in their assessment plan(s) during the five-
year cycle. For each course included in an assessment plan, faculty adhere to the
following sequence: 1. Prior to assessing a course, faculty create assessment materials to
measure student achievement of course outcomes and submit these materials for review
to the Assessment Coaches and the Teaching and Learning Assessment Committee
(TLAC); 2. The Assessment Coaches and (TLAC) examine the materials to ensure that
they are appropriately rigorous and reflect best practices for assessment; 3. Once the
assessments are approved, faculty implement the assessment in the following semester.
Data are then collected and entered into Tk20, allowing the College to store, track,
analyze, and disseminate data to all stakeholders; 4. The semester following data
collection, The Research Assessment and Effectiveness (RAE) office analyzes the data
and releases a 188 report of its findings; 5. Faculty discuss the findings and use preset
performance criteria or benchmarks to determine whether an Action Plan needs to be
developed to address any areas of concern; 6. When an Action Plan is needed, changes
are implemented in the following semesters and the course is later reassessed.
The assessment data are publicly distributed every semester in the Student Learning
Outcomes Assessment Report (SLOAR). An additional report showing student
achievement of the Student Core Competencies is published every year. Assessment data
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are discussed within each department for course and program improvement, leading to
changes in individual courses and in the content and structure of the curriculum.
Furthermore, the data are also discussed by a General Education Taskforce, with
representatives from (TLAC), charged with improving teaching and assessment of the
Student Core Competencies. The College relies on a plethora of training guides, regular
face-to-face training sessions, and a series of online assessment modules to ensure that all
faculty are equipped with the knowledge and skills they need to engage in the discussion
and use of assessment findings.
Course Assessment and Evaluation
Each semester, the (RAE) office reports the results of every Action Plan implemented to
improve student learning the previous semester. Results are published in a document
called the Action Plan Success Report, which allows faculty to see if the changes
introduced in their courses following the initial assessment produced the desired impact.
The report is available to the entire PGCC community on the College’s intranet.
Although these Action Plans are centered on improving performance in the classroom,
the clear alignment of course outcomes to program outcomes and to the Student Core
Competencies mean that changes implemented at the course level can have a significantly
broader impact. Beyond measuring student achievement every semester, the assessment
system is aimed at capturing students’ skill development over time and building a better
understanding of how small changes in each course can lead to larger aggregate changes
in learning at the program and institutional levels.
N. Consistency with the State’s Minority Student Achievement Goals
Prince George’s Community College provides affordable, high-quality learning
experiences that support personal, professional, and educational development for diverse
populations contributing to the economic equity and cultural vibrancy of our community.
The college serves over 38,904 students representing over 43 countries. The mission of
Prince George's Community College is compatible with the State's minority achievement
goals. The College provides accessible and affordable education, and it is committed to
diversity. With a majority African American student body (70.9%), Prince George's
Community College is well positioned to provide opportunities for students traditionally
underrepresented in higher education. Moreover, the graduates of this program will
further align the racial makeup of the region's workforce.
As Prince George’s County is the second most populous jurisdiction in the state of
Maryland, Prince George's Community College continues to serve a diverse demographic
that mirrors Prince George’s County. The College will continue to recruit a diverse
student base from both public and private schools and the local community. In addition to
working with and relying on the college’s student recruiting professionals, additional
activities to recruit a diverse body of students will include:
involvement with community-based organizations, high schools, and teen church
programs;
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increased visibility of the new programs (e.g. college Web site and catalogue); and
clear communication about the integrated nature of the academic work with practical
experience and professional networking opportunities.
Questions regarding diversity are crucial to the utility of the Lower Division Certificate
in Theatre Performance. The incorporation of social justice as part of the program’s
outcomes acknowledges the complexity of diversity as it might encompass not only age,
gender, or ethnicity, but also address societal challenges regarding physical mobility,
neurodiversity, and socio-economic status. The Lower Division Theatre Performance
Certificate aims to explore social justice issues both within the classroom, laboratory, and on
the stage through performance artistry, from a holistic standpoint. Ultimately, the College
will continue to engage with community partners and stakeholders who represent the
diversity of the region.
O. Relationship to Low Productivity Programs Identified by the Commission:
No low productivity programs are related to this program.